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Ways to deal with common problem situations
1. When meeting students for the first time, teachers should focus on establishing
rapport between the students and with the students. They should also find out
about the students’ interests, language needs, and their English levels. The
teacher can do the above mentioned by means of questionnaires/surveys, a
board game (“Tell us about” found in Keep Talking by Friederike Kippell),
pass the ball game and doing a needs analysis.
2. Teachers should make use of warmers to motivate students and get them to use
English. Hangman, Pictionary, tongue twisters and memory games are great
activities to get students warmed up.
3. In many cases, teachers have to teach students with varying English levels. The
teacher can overcome the difficulties that these situations pose by:
a. Using different materials – this is when the teacher divides the class into
two groups (e.g. Group A – stronger students, Group B – weaker students)
and gives each group materials that are suitable for their level of English.
b. Giving out the same materials, but different tasks – this is when the same
materials are given to all the students but the stronger students have to
complete tasks that are challenging enough for them.
c. Not doing anything – teachers should not be in a rush to assist students all
the time; they should let students overcome their language problems and
find their own language level amongst their peers.
d. Pairing stronger students with weaker ones, so that stronger students can
help explain things to their partners.
4. Large classes may pose a number of challenges. The teacher can overcome
these challenges by:
a. Handing out worksheets – create opportunities for each student to
participate and contribute in activities. This way they get the opportunity to
practice and improve their English language skills.
b. Doing pair/group work – this allows all the students to participate and
contribute during activities or tasks.
c. Being clear – teachers should speak loud and clear enough for all the
students to hear. Board work should be clear and visible to all the students.
d. Using choral repetition – this allows all the students to be involved.
e. Appointing group leaders – group leaders can help manage the classroom
by handing out copies, collecting work and keeping control of the group.
5. Use of the native language – teachers should create as many opportunities as
possible for students to practice and improve their English. They can do this
by:
a. Making sure that activities and tasks are at the appropriate level for the
students.
b. Making sure that all explanations are clear to the students. This will take
away the need for the students to explain to one another in their native
language.
c. Encouraging and reminding the students to use English.
d. Only responding to English, this prevents students from using their
native language.
6. Reluctant students
Encourage speaking by using a) plenty of pair work, controlled practice, role-
play and a tape recorder.
